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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Elsya : Journal of English Language Studies Indonesian Journal of Research and Educational Review (IJRER) La Ogi : English Language Journal
Wisran, Wisran
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Religion Arts Humanities Chemistry Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Barriers to Local Language Preservation: Insights from English Teachers in the Luwu Context Zainuddin, Andi Husni A.; Wisran, Wisran; Taqwa, Nurul Fikriyyah; Amelia, Amelia
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 12 No. 2 (2024): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v12i2.5959

Abstract

The prominence of English as a global lingua franca has posed challenges to the preservation of local languages, including the Luwu language in South Sulawesi, Indonesia. As an essential part of cultural identity, the Luwu language is increasingly marginalized due to the dominance of Bahasa Indonesia and English in formal education. This study examines the challenges faced by English teachers in balancing global linguistic demands with preserving the Luwu language. Using Fishman’s Language Shift and Maintenance and Hornberger’s Continua of Biliteracy as frameworks, this research explores the experiences, perceptions, and strategies of two English teachers in Luwu. The study, conducted through semi-structured interviews, reveals significant challenges, including limited institutional support, a curriculum prioritizing global languages, and the impact of digital media that diminishes students’ exposure to the Luwu language. Teachers employ strategies like integrating Luwu vocabulary into English lessons, fostering both cultural awareness and biliteracy. However, these efforts are constrained by a lack of professional development, resources, and formal guidelines for incorporating local languages into teaching. The findings underscore the importance of institutional and policy support in sustaining local languages. While Indonesia’s muatan lokal policy provides a framework for regional language inclusion, inconsistent implementation and resource gaps hinder its effectiveness. This study advocates for enhanced collaboration among schools, local governments, and communities to develop sustainable language preservation programs. By addressing these challenges, the Luwu language can remain a vital aspect of cultural heritage and identity, ensuring its continuity for future generations.
Integrating Islamic Values and Local Wisdom in Designing English Textbook For Islamic Higher Education Wisran, Wisran; Hartina, St.; Furwana, Dewi
Elsya : Journal of English Language Studies Vol. 7 No. 1 (2025): Elsya : Journal of English Language Studies
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/elsya.v7i1.22572

Abstract

The integration of Islamic values and local wisdom in English language education remains underexplored, particularly in the context of Islamic higher education. Many existing textbooks lack contextual relevance, leaving a gap in materials that can support both linguistic competence and cultural identity. This study seeks to address this gap by developing an English textbook specifically for students of the Islamic Family Law Study Program, incorporating both Islamic values and the local wisdom of Tana Luwu. Using the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) Research and Development (R&D) model, the study engaged 50 undergraduate students and three expert validators. The findings suggest a meaningful improvement in students’ English proficiency, as indicated by pre-test and post-test results, which showed a positive learning impact. The validation process also yielded encouraging results, with expert assessments averaging 3.6/4 for content and language, and 3.4/4 for design, suggesting the textbook's strong potential with minor refinements. Student perception surveys further reinforced its effectiveness, with 91% finding the textbook useful, 88% recognizing its cultural and religious relevance, and 80% highlighting its engaging and interactive features. Qualitative feedback highlights greater motivation and a stronger connection to English and Islamic legal principles. This study contributes to culturally responsive pedagogy by providing an empirical, data-driven framework for integrating religious and local cultural values into English language education. Its broader implication lies in offering a scalable model for similar curriculum developments in other disciplines, reinforcing education's role in preserving cultural identity while enhancing linguistic competencies in Islamic higher education.
ROLE, AUDIENCE, FORMAT, AND TOPIC (RAFT) STRATEGY TO ENHANCE EFL LEARNERS’ DESCRIPTIVE WRITING: A STUDY IN AN INDONESIAN MADRASAH Patmala, Kiki; Hartina, St.; Wisran, Wisran
La Ogi : English Language Journal Vol 11 No 2 (2025): JULY 2025
Publisher : Prodi Pendidikan Bahasa Inggris, FKIP, LP3M Universitas Muhammadiyah Sidenreng Rappang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55678/loj.v11i2.2351

Abstract

Writing remains one of the most demanding skills for English as a Foreign Language (EFL) learners, particularly in producing descriptive texts that require lexical variety, grammatical accuracy, and mechanical precision. Traditional approaches in Indonesian classrooms often emphasize form-focused drills and teacher-centered instruction, which may limit students’ engagement and creativity. This study investigates the effectiveness of the Role–Audience–Format–Topic (RAFT) strategy in enhancing senior secondary students’ descriptive writing performance. A quasi-experimental design was employed with 48 twelfth-grade students from MA Batusitanduk, divided into an experimental group taught using RAFT (n = 24) and a control group taught through conventional methods (n = 24). Both groups completed a pre-test and post-test assessed on vocabulary, grammar, and mechanics using a validated analytic rubric. Results revealed that the experimental group achieved a significantly higher mean post-test score (M = 72.33) than the control group (M = 65.33), t(46) = -5.432, p < .001, with a large effect size (Cohen’s d = 1.52, 95% CI [8.32, 15.02]). These findings confirm that RAFT effectively scaffolds planning and audience awareness, leading to substantial improvement in descriptive writing. The study offers theoretical implications for integrating cognitive and genre-based pedagogy, and practical recommendations for EFL teachers seeking to promote meaningful and engaging writing instruction in secondary education.
The Implementation of Merdeka Belajar Curriculum: Impact Toward Students’ Learning Outcomes at Islamic Middle School Yuliana, Yuliana; Rustan, Rustan; Wisran, Wisran; Kartini, Kartini
ETDC: Indonesian Journal of Research and Educational Review Vol. 4 No. 4 (2025): September
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v4i4.3766

Abstract

This study intends to analyze the implementation of the Independent Curriculum and its impact on the learning outcomes of eighth-grade students in English at Islamic Middle School. This study uses a qualitative approach with data collection techniques through classroom observation, in-depth interviews, and documentation. This research was conducted at the Islamic Middle School As'adiyah Putra Sengkang. Data analysis was carried out using Michael Fullan's theory of educational change and Deci & Ryan's Self-Determination Theory (SDT) as a theoretical framework. The findings of the study indicate that the implementation of the Independent Curriculum at the madrasah has entered a solid implementation stage and is starting to move towards institutionalization. Teachers carry out differentiated learning, provide assignment choices, and create a learning environment that supports students' autonomy, competence, and social connectedness. As a result, students experience improved learning outcomes that cover three main domains: a) Cognitive domain: increased critical thinking skills, problem-solving, and in-depth conceptual understanding through contextual tasks and authentic assessments; b) Affective domain: the growth of intrinsic learning motivation, self-confidence, and a sense of responsibility for the learning process; c) Psychomotor domain: the development of presentation skills, collaborative work, and the production of creative work in various learning projects. This study recommends the need to strengthen teacher capacity and provide institutional support to maintain the consistent and sustainable implementation of the Independent Curriculum.
Barriers to Local Language Preservation: Insights from English Teachers in the Luwu Context Zainuddin, Andi Husni A.; Wisran, Wisran; Taqwa, Nurul Fikriyyah; Amelia, Amelia
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 12 No. 2 (2024): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v12i2.5959

Abstract

The prominence of English as a global lingua franca has posed challenges to the preservation of local languages, including the Luwu language in South Sulawesi, Indonesia. As an essential part of cultural identity, the Luwu language is increasingly marginalized due to the dominance of Bahasa Indonesia and English in formal education. This study examines the challenges faced by English teachers in balancing global linguistic demands with preserving the Luwu language. Using Fishman’s Language Shift and Maintenance and Hornberger’s Continua of Biliteracy as frameworks, this research explores the experiences, perceptions, and strategies of two English teachers in Luwu. The study, conducted through semi-structured interviews, reveals significant challenges, including limited institutional support, a curriculum prioritizing global languages, and the impact of digital media that diminishes students’ exposure to the Luwu language. Teachers employ strategies like integrating Luwu vocabulary into English lessons, fostering both cultural awareness and biliteracy. However, these efforts are constrained by a lack of professional development, resources, and formal guidelines for incorporating local languages into teaching. The findings underscore the importance of institutional and policy support in sustaining local languages. While Indonesia’s muatan lokal policy provides a framework for regional language inclusion, inconsistent implementation and resource gaps hinder its effectiveness. This study advocates for enhanced collaboration among schools, local governments, and communities to develop sustainable language preservation programs. By addressing these challenges, the Luwu language can remain a vital aspect of cultural heritage and identity, ensuring its continuity for future generations.
Co-Authors Amelia Amelia Furwana, Dewi Hartina, St. Kartini Kartini Patmala, Kiki Rustan, Rustan Taqwa, Nurul Fikriyyah Yuliana Yuliana Zainuddin, Andi Husni A.